ERIC Number: ED337460
Record Type: Non-Journal
Publication Date: 1991-Sep
Practicing What We Teach. Research Report 91-5.
Preservice teachers enter formal studies of teaching with an array of personal history-based beliefs and about teaching, classrooms, and students. This report traces the interactions between preservice teachers' personal history-based lay knowledge and their decisions about the potential value of coursework-based principles of content area reading instruction. Preservice teachers countered professional, production arguments favoring direct instruction about reading processes with their own personal history-based practical arguments. Math and English majors rejected rationales for process-centered instruction for reading in each of their respective content areas and offered subject matter-specific defenses for traditional presentational formats. This document analyzes the quality and character of these arguments and proposes classroom strategies that teacher educators might use for gaining access to and a voice in preservice teachers' internal, decision-making dialogues. (Author)
Descriptors: Content Area Reading, Course Content, Elementary Secondary Education, Higher Education, Opinions, Participatory Research, Preservice Teacher Education, Preservice Teachers, Prior Learning, Student Motivation, Teacher Education Programs, Teacher Educators, Teaching Methods
The National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.90).
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.